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題名：將達爾文演化論發展史融入大學生命科學通識課程之研究
書刊名：科學教育學刊
作者：廖麗貞／林寶英／洪振方 引用關係
作者(外文)：Liao, Li-jen／Lin, Bao-ying／Hung, Jeng-fung
出版日期：2000
卷期：8:2
頁次：頁179-198
主題關鍵詞：科學史；科學哲學；通識教育；達爾文；行動研究；History and philosophy of science；General education；Darwin；Action inquiry
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:44
  • 點閱點閱:35
　　　　　演化論或是創造論在解釋物種如何發生的議題上，備受爭議。同時，在生物教學之 「演化」單元中，皆沒有融入科學史及將科學本質適當的呈現，以致學生對物種發生及現存 物種的概念，仍存有各種迷思概念及缺乏學習動機。故本研究即嘗試以行動研究法與詮釋研 究法建立一套將科學史哲融入生命科學通識教學之模式，並先以物種演化發展史為例，從科 學、科技與社會的互動切入，發展出一套適合適識教育課程之教材教法，來探討學生在學習 動機、科學思考，價值判斷，科學本質，以及對科學的態度等向度的成長。研究結果顯示， 科學史融入大學生命科學通識課程之教學成效良好。在學生的科學態度、了解科學本質、在 「科學的人文關懷及人文的科學素養」之思辨及價值反思與對生命科學通識課程之學習興趣 等向度均有顯著的成長與發展。
　　　　　This study followed a design of collaborative action research. A set of teaching materials, workbook assessment, and related videotapes were edited for use with students in their General Education life science class. The instructional approach utilized dialogues and small cooperative groups to investigate the change of students' interest in general education, scientific attitude, understanding of the nature of science, growth of critical thinking, and general attitudes toward humanity and society. The results indicated that after learning with History of Science approach, (1) students' attitude toward learning changed from indifference to enthusiasm. Moreover, on the final open-ended questions related to perceptions of learning, 94.4% of the students expressed the view that the instructional approach enhanced their motivation and interests, (2) There was a significant difference (p=.034*) between the pre- and post-SAI II. The final open-ended related to perceptions of learning indicated that 89% of the students reported a positive influence in their scientific attitude. (3) There was a significant effect (P=.001**) on students' understanding of the nature of science. The analysis of interview transcriptions showed that students' understanding of the nature of science became more post-positivist during instruction. In addition, the final open-ended questions on perceptions of learning indicated that 89% of the students claimed the History of Science Approach improved their understandings of the nature of science, (4) There was a significant difference the pre-and post-workbook-assessments of cooperative learning groups, there (P=.0001***). The questions related to learning perceptions indicated that 91.7% of the students felt that their critical thinking and value reflection improved.
期刊論文
1.Bishop, B. A.、Anderson, C. W.(1990)。Student conceptions of natural selection and its role in evolution。Journal of Research in Science Teaching，27(5)，415-427。  new window
2.李瑛(19950700)。成人批判思考發展之探討。臺灣教育，535，36-40。  延伸查詢new window
3.林陳涌(19960300)。「了解科學本質量表」之發展與效化。科學教育學刊，4(1)，31-58。new window  延伸查詢new window
4.Berk, L. E.、Winsler, A.(1995)。Scaffolding children''s learning: Vygotsky and early childhood education。School Psychology International，19(2)，189-191。  new window
5.黃坤錦(1994)。羅索基論通識教育與核心課程。通識教育季刊，1(1)，58-59。  延伸查詢new window
6.Miller, J. D.(1983)。Scientific literacy: A conceptual and empirical review。Daedalus，112(2)，29-48。  new window
7.陳美玉(19971200)。邁向開放的社會--對話教學法的實踐。通識教育，4(4)，115-130。  延伸查詢new window
8.宣大衛(19960900)。我國大學通識教育整體架構之策略規劃。通識教育，3(3)，137-149。  延伸查詢new window
9.洪振方(19960300)。科學知識重建的認知取向分析。高雄師大學報，7，293-328。new window  延伸查詢new window
10.Oldroyd, D. R.(1977)。Teaching the History of Chemistry in New South Wales Secondary Schools。The Australia Science Teachers Journal，23(2)，9-22。  new window
11.劉廣定(19971000)。科學史與科學教學（恭賀 吳大猷先生九秩大壽）。科學教育，203，16-20。  延伸查詢new window
12.Garrison, J. W.、Lawwill, K. S.(1993)。Democratic science teaching: A role for the history of science。Interchange，24(1/2)，23-39。  new window
13.許良榮、李田英(19950400)。科學史在科學教學的角色與功能。科學教育，179，15-27。  延伸查詢new window
14.Welch, W. W.(1985)。Research in science education: Review and recommendations。Science Education，69(3)，421-448。  new window
15.鄭湧涇(19940600)。職前與在職生物教師科學態度之研究。師大學報，39，381-407。new window  延伸查詢new window
16.陳美玉(19970300)。理性溝通的教育與社會民主化。通識教育季刊，4(1)，51-64。  延伸查詢new window
17.Matthews, Michael R.(19970300)。Science Teaching: The Role of History and Philosophy of Science。通識教育季刊，4(1)，121-145。  new window
圖書
1.吳大猷(1986)。吳大猷文選三：教育問題。臺北：遠流出版社。  延伸查詢new window
2.Kuhn, Thomas S.、程樹德、傅大為、王道還、錢永祥(1994)。科學革命的結構。臺北市：遠流出版公司。  延伸查詢new window
3.張玉成(1993)。思考技巧與教學。臺北：心理。  延伸查詢new window
4.唐君毅(1988)。中國人文精神之發展。臺灣學生書局。  延伸查詢new window
5.Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
其他
1.朱建民(1994)。科學哲學課程在通識教育中的地位。  延伸查詢new window
2.吳大猷(1986)。吳大猷文選2--人文。  延伸查詢new window
3.吳瑞媛(1995)。「當代文明」在哥大：一個「價值反思」的典型。  延伸查詢new window
4.邱美虹(1994)。科學課程革新--評介2061，SS&C和STS 理念。  延伸查詢new window
5.高熏芳(1996)。情境學習中教師角色之探討：共同調節師生關係模式之應用。new window  延伸查詢new window
6.徐光台(1995)。從科學史的觀點來看通識教育中科學教育與人文教育的會通問題。  延伸查詢new window
7.趙金祁(1993)。人文與科技平衡中科學教育扮演的角色。  延伸查詢new window
8.趙金祁(1993)。科學理念衝擊下科學教育再出發芻議。  延伸查詢new window
9.趙金祁(1994)。科學與人文平衡研究規劃協調計畫。  延伸查詢new window
10.廖麗貞、洪振方(2000)。科學史、哲融入大學生命科學通識教育教學模式之初探。  延伸查詢new window
11.劉君燦(1997)。通識教育應納入科學史課程。  延伸查詢new window
12.American Association for the Advancement of Science(1989)。Science for all Americans。  new window
13.American Association for the Advancement of Science(1993)。Benchmark for scientific literacy。  new window
14.Brown, A.(1998)。Motivation to learn and understand: On taking change of one own learning。  new window
15.Brumby, M. N.(1984)。Misconceptions about the concept of natural selection by medical biology students。  new window
16.Brush, S.(1989)。History of science and science education。  new window
17.Clough, E. E.; Wood-Robinson, C.(1985)。How secondary students interpret instances of biological adaptation。  new window
18.Conant, J. B.; Nash, L. K.(1957)。Harvard case studies in experimental science。  new window
19.Gallagher, J. J.(1991)。Prospective and practicing secondary school scuence teachers’ knowledge and beliefs and the philosophy of science。  new window
20.Gauld, C.(1992)。Wilberforce, Huxley and the use of history in teaching about evolution。  new window
21.Hallden, O.(1988)。The evolution of the species: Pupil perspectives and school perspectives。  new window
22.Hendrick, R. M.(1992)。The role of history in teaching science-A case study。  new window
23.Jensen M. S.; Finley F. N.(1995)。Teaching Evolution Using Historical arguments in a Conceptual Change Strategy。  new window
24.Jensen M. S.; Finley F. N.(1996)。Changes in students’ understanding of evolution resulting from different curricular and instructional strategies。  new window
25.Lederman, N. G.(1992)。Students’ and teachers’ conception of the nature of science: A review of the research。  new window
26.Moore, R. W.; Hill Foy R. L.(1997)。The Scientific Attitude Inventory: Arevision (SAI II)。  new window
27.Norman, O.(1998)。Marginalized discourses and scientific literacy。  new window
28.Palmquist B. C.; Finely F. N.(1997)。Preservice teachers’ view of the nature of science during a postbaccalaureate science teaching problem。  new window
29.Smith, R. A.; Murphy, S. K.(1998)。Using case studied to increase learning & interest in biology。  new window
圖書論文
1.Ennis, R. H.(1987)。A taxonomy of critical thinking disposition and abilities。Teaching thinking skills: Theory and practice。New York：Freemen。  new window
 
 
 
 
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